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020 _a9783030422318
024 7 _a10.1007/978-3-030-42231-8
_2doi
040 _cМУБИС
050 4 _aLC5201-6660.4
072 7 _aJNP
_2bicssc
072 7 _aEDU002000
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072 7 _aJNP
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082 0 4 _a374
_223
100 1 _aQuinn, Jocey.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aLifelong Learning and Dementia
_h[electronic resource] :
_bA Posthumanist Perspective /
_cby Jocey Quinn, Claudia Blandon.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Pivot,
_c2020.
300 _aXI, 98 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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490 1 _aPalgrave Studies in Adult Education and Lifelong Learning,
_x2524-6313
505 0 _aChapter 1. Introduction to dementia and lifelong learning -- Chapter 2. A posthumanist perspective on dementia -- Chapter 3. Dementia and the post-verbal -- Chapter 4. Intergenerational learning and dementia -- Chapter 5. Conclusion.
520 _a“This ground-breaking book uses posthuman perspectives to offer an imaginative, ethical and affirmative alternative to current approaches to dementia. Its novel theorisation is put to work with a range of empirical instances which show the value of re-thinking life-long learning as a vital, open and inclusive engagement with matter.” —Carol A. Taylor, University of Bath, UK This book explores the potential for lifelong learning in dementia. A growing social issue, dementia has previously been understood as a wasteland for learning: at best, those with dementia are helped to hold on to some pre-existing skills. This book draws on extensive qualitative data with people with dementia and their families to demonstrate that new forms of learning can happen in dementia, with positive outcomes for both the learner and those around them. In doing so, this book demonstrates that those with dementia help us to understand learning differently, thus providing a breakthrough in our understanding and theorising of lifelong learning. Using posthuman theory to scaffold and discuss the findings, this pioneering book will appeal to scholars of dementia, lifelong learning and the posthuman. Jocey Quinn is Professor of Education at the University of Plymouth, UK. Her research focuses on adults in post-compulsory and informal contexts and on issues of knowledge transformation and social justice. Claudia Blandon is Research Assistant at the University of Plymouth, UK. Her research interests focus on education, evaluation research and the learning that occurs in contexts of displacement.
650 0 _aLifelong learning.
650 0 _aAdult education.
650 0 _aPhilosophy and social sciences.
650 0 _aMusic.
650 0 _aEducational psychology.
650 0 _aSelf.
650 0 _aIdentity (Psychology).
650 0 _aGeriatric nursing.
650 1 4 _aLifelong Learning/Adult Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O42000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
650 2 4 _aMusic.
_0https://scigraph.springernature.com/ontologies/product-market-codes/417000
650 2 4 _aPedagogic Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y18003
650 2 4 _aSelf and Identity.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20150
650 2 4 _aGeriatric Care.
_0https://scigraph.springernature.com/ontologies/product-market-codes/H41020
700 1 _aBlandon, Claudia.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030422301
776 0 8 _iPrinted edition:
_z9783030422325
830 0 _aPalgrave Studies in Adult Education and Lifelong Learning,
_x2524-6313
856 4 0 _uhttps://doi.org/10.1007/978-3-030-42231-8
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